Overview

Applying the Connecticut Educator Competencies in Educator Preparation and K-12 Schools

The Connecticut Educator Competencies for Structured Literacy and Dyslexia delineate the essential content knowledge and skills required for all educators to teach reading and writing effectively. These competencies are beneficial for guiding instruction and intervention for all students and are particularly beneficial for those at risk for or with dyslexia and those experiencing difficulty in learning to read.

These competencies are versatile tools for educator preparation providers, serving a range of purposes, including:

1. Support in conducting a program evaluation to identify strengths and needs
2. Guidance in the development of a program scope and sequence
3. Information for the development of course syllabi, assignments, and evaluation rubrics
4. Criteria for candidate evaluation
5. Identification of faculty professional learning needs
6. Criteria for student teaching and practicum requirements in programs of study leading to professional certification in: Special Education (#165), Remedial Reading and Remedial Language Arts (#102), and Reading and Language Arts Consultant (#097)
7. Support in fostering the development of strong K-12 school-district partnership

These competencies are versatile tools for educator preparation providers, serving a range of purposes, including:

1. Identification of building-level and/or district-wide professional learning strengths and needs
2. Design and development of the content of professional learning based on educator strengths and needs
3. Criteria to inform learning walks and instructional rounds
4. Information for the evaluation and selection of instructional materials and resources
5. Support for beginning educators and mentors in completing TEAM requirements
6. Information for individualized professional learning goals as required in Guidelines for Educator and Leader Evaluation and Support 2023
7. Criteria to inform communication with stakeholders, parents and caregivers regarding professional learning initiatives
8. Support for the development of strong partnerships with colleges and universities

The Connecticut Educator Competencies for Structured Literacy and Dyslexia promotes an integrated approach to educator preparation, development, and program design because structured literacy practice and core foundational knowledge indicators are mutually supportive and reinforcing. As educator preparation providers identify strengths and needs in their current programs of study and complete syllabus analysis and refinement, there will be opportunities for professional learning and consultation support to assist faculty in integrating the competencies in meaningful ways. As schools and districts develop professional learning goals, there will be opportunities for consultation support to help educators and education professionals use the competencies to inform the content of professional learning and support district-identified goals.